Category A: Organization for Student Learning

A6

• Does the school administration and staff regularly assess student progress toward accomplishing the school’s expected schoolwide learning results?
• Does the school administration and staff report student progress to the rest of the school community?

Suggested Areas to Analyze:

• variety of methods used to assess and monitor student progress
• degree to which teachers are aware of current trends in assessment
• existing curriculum standards used in the determination of learning
• the degree to which the linkage between what is learned and the expected schoolwide learning results is understood by staff, students and parents (if applicable)
• student work/performance (including test scores and student portfolios) to determine the degree to which students are achieving the expected schoolwide learning results
• student follow-up studies
• the procedures to communicate to the governing authority and
  members of the school community about student progress
• the degree of correlation between school improvement, professional development activities/topics and student progress of the schoolwide learning results
• published lists of − graduates, students progressing from one level to another, job placements , students pursuing further education
• additional evidence

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A6
Moreau Catholic High School utilizes a variety of assessment techniques to evaluate and communicate student progress to the school’s internal and external community.

Supports:

Student understanding of the ESLR's is regularly assessed in a variety of ways in the classroom. Student progress is reported regularly and accurately. Counseling Department works with teachers to monitor student progress and work with students and their families. Close relationships between AP's and Counseling Department to respond to all student needs. Academic Support Center reports progress and attendance of students assigned to support center. Curriculum Maps include assessment data. Various forms of assessment are used and the school studies all assessment data.


Guiding Questions

Areas of Strength	Evidence		Areas of Growth	Evidence
Student understanding of the ESLR's is regularly assessed in a variety of ways in the classroom.	Classroom assessments (ask all department chairs) Data mining Surveys Test scores Grades (Consult with Section B3 focus group leader)
Student progress is reported regularly and accurately.	Power School Eligibility: Coaches have access to view athletes academic progress. Progress reports Parent emails/phone calls Parent/Teacher conferences Standardized test scores Family Connection (test results, grade reports)
Counseling Department works with teachers to monitor student progress and work with students and their families. Close relationships between AP's and Counseling Department to respond to all student needs.	Log entries in Power School Parent/student/ meetings CAPS monthly meetings Working with individual teachers
Academic Support Center reports progress and attendance of students assigned to support center.	Attendance lists of students Informal conferences with director
Curriculum Maps include assessment data
Various forms of assessment are used	Projects Tests Essays Performance Self or Peer Evaluations Presentation skills Self reflection E-portfolios (digital assessment) Being used by a number of departments		E-portfolios need to be established across the curriculum.	Colleges are beginning to use E-portfolios for admissions purposes as well as across their curriculum. Student competencies increasingly measured in digital format.
School studies all assessment data	Progress reports Ineligibility list F list D list 2.0 & Below list Report cards Intervention Academic Probation Academic Jeopardy Department assessment for change in curriculum (ie: English - Reading comprehension test)

Virtual Evidence Link